Project Learning Tree Links/Social Studies

SECTION ONE: DIVERSITY

Activity Title: THE PEPPERMINT BEETLE Activity Guide Page #: 7
Objective(s): Students will: 1) describe various ways animals use their sense of smell; 2) explain why some animals use scent marking; 3) identify the importance of the sense of smell in our daily lives.
Overview: In this activity students will explore their sense of smell and discover why smell is important to animals, including themselves.
Subject Area(s): Science, Social Studies Grade Level(s): K-6
Standard / Performance Indicators
(by grade clusters) / Evidence of alignment (text from description of activity) / Notes to ensure high alignment for every student
Social Studies
Geography
A. Skills And Tools
Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments. / Middle Grades 5-8
2. Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth. /

Getting Ready

In preparation, flag or mark boundaries in a wooded area and “scent-mark” trees that lie roughly on the same line.

Doing the Activity #5

When all the scent-marked trees have been found, have the students walk the scent trail left by the peppermint beetle. Ask the students to consider why the peppermint beetle marked those trees. Could it be to define territory?

Assessment Opportunity

Do People mark their territory? How? (Fences, hedges, signs.) Why? (To protect themselves and their property?) /
  • teacher prepared area
  • all students walk, all students draw a map of trail
  • each student responds

1Section One: Diversity

Project Learning Tree Links/Social Studies

Activity Title: SOUNDS AROUND Activity Guide Page #: 9
Objective(s): Students will: 1) identify sounds and map their location in the environment; 2) explain how noise can be a problem in the community; 3) create and carry out a plan to lessen a local noise problem; 4) study a Greek myth about sounds in nature.
Overview: Our ears are constantly being bombarded with sound - so much so that we automatically "tune out" a lot of it. Some sounds are "music to our ears", while others can annoy us and even damage the delicate structures in our ears. try this activity to help your students "tune in" to the sounds in their environment and to help them identify and lessen local noise problems.
Subject Area(s): Science, language Arts, Social Studies, Math Grade Level(s): PreK-8
Standard / Performance Indicators
(by grade clusters) / Evidence of alignment (text from description of activity) / Notes to ensure high alignment for every student
Social Studies
Geography
A. Skills And Tools
Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments. / Elementary Grades Pre-K-2
1. Use and construct maps and other visuals to describe geographic location, direction, size, and shape. /

Part A #3

Have students make a “sound map.” They should put an X in the middle of the page to represent themselves, and then use pictures or words to show the location of the sounds around them.

Part A #4

Call on students to demonstrate and explain their sound maps. /
  • each student

Social Studies
Geography
B. Human Interaction with Environments
Students will understand and analyze the relationships among people and their physical environment. / Elementary Grades Pre-K-2
1. Describe the human and physical characteristics of the immediate environment. /

Part A #4

Lead the student in a discussion of their experiences. What were the sources of the sounds they heard? . . . Call on students to demonstrate and explain their sound maps.

Variation Part A

Ask them what they are hearing and what is making each sound. You can have them point in the direction each sound is coming from. . . /
  • each student

Secondary Grades
1. Explain factors which shape places and regions over time (e.g., physical and cultural factors). /

Part B #2

When visiting you selected site, ask teams of student to measure the noise level at two locations: one that is sheltered and one that is out in the open. Measure the noise in both locations.

Part B #3

Discuss the results with the students. If visits were made on different days and there are noticeable variations in the noise level at a particular location, discuss possible reasons for this. /
  • teams – each student a role on the team to answer for
  • each student respond

Social Studies
Civics and Government
B. Purpose and Types of Government
Students will understand the types and purposes of governments, their evolution, and their relationships with the governed. / Middle Grades 5-8
3. Contrast the roles of local, state, and national governments by investigating, evaluating, and debating a current civic issue. /

Part B #5

The could contact appropriate city officials to find out if such a project is possible and then contact foresters in their municipal, county, or state offices to work with local authorities. /
  • each student contacts

Social Studies
Civics and Government
A. Rights, Responsibilities, and Participation
Students will understand the rights and responsibilities of civic life and will employ the skills of effective civic participation. / Middle Grades 5-8
5. Explain the functions of and relationships among local, state, and national governments. /

Part B #5

Students contact appropriate city officials to find out if such a project is possible. /
  • each student contacts

Social Studies
History
B. Historical Knowledge, Concepts, and Patterns
Students will develop historical knowledge of major events, people, and enduring themes in the United States, in Maine, and throughout world history. / Elementary Grades Pre-K-2
2. Demonstrate an understanding of cultural origins of customs and beliefs in several places around the world. /

Part C

In many cultures throughout human history, legends and myths have arisen that explain the story behind many sounds in nature. The following is a Greek myth.

Part C #1

Read the story to the students. /
  • all students

1Section One: Diversity

Project Learning Tree Links/Social Studies

Activity Title: POET-TREE Activity Guide Page #: 13
Objective(s): Students will: 1) express their feelings and attitudes about the environment using various forms of poetry; 2) analyze their own and other people's poetry to discover its full meaning.
Overview: Writing and sharing poems will give your students an opportunity to express their feelings, values, and beliefs about the environment and related issues in creative and artistic ways.
Subject Area(s): Language Arts, Science, Social Studies Grade Level(s): 3-8
Standard / Performance Indicators
(by grade clusters) / Evidence of alignment (text from description of activity) / Notes to ensure high alignment for every student
Social Studies
Geography
B. Human Interaction with Environments
Students will understand and analyze the relationships among people and their physical environment. / Elementary Grades Pre-K-2
1. Describe the human and physical characteristics of the immediate environment. /

Doing the Activity #1

Ask the students to name some of the benefits they derive from trees and forests. What experiences have they and with trees and forests? How do trees and forests make them feel? Do they have any favorite neighborhood trees? Any forest issues that concern them? . . .

Doing the Activity #4

Take the students to visit nearby trees in the schoolyard, park, or forest to gather “tree impressions.” . . .

Doing the activity #5

While you’re outside or once you’re back inside, have the students write their own poems about trees and forests. /
  • Each student shares their poems

Elementary Grades 3-4
2. Explain ways in which communities reflect the backgrounds of their inhabitants. /

Doing the Activity #6

Discuss how people see trees and forests differently. Does your poem mention the influence people have on trees or forests? Does it mention the value of trees or forest products to people? Does your poem speak of people’s place in nature? How? /
  • give each student time to respond

Secondary Grades
1. Explain factors which shape places and regions over time (e.g., physical and cultural factors). /

Enrichment

Through class discussion, identify several environmental problems or issues (local, national or global). /
  • each student

1Section One: Diversity

Project Learning Tree Links/Social Studies

Activity Title: PICTURE THIS! Activity Guide Page #: 16
Objective(s): Students will: 1) identify similarities and differences between organisms by collecting pictures and categorizing them; 2) comprehend the connection between diverse organisms and the diverse environments in which they live.
Overview: In this activity, students can learn about the diversity of life on earth by looking at different plants and animals from around the world
Subject Area(s): Science, Visual Arts, Math Grade Level(s): PreK-3
Standard / Performance Indicators
(by grade clusters) / Evidence of alignment (text from description of activity) / Notes to ensure high alignment for every student
Social Studies
Geography
A. Skills And Tools
Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments. / Elementary Grades Pre-K-2
1. Use and construct maps and other visuals to describe geographic location, direction, size, and shape. /

Getting Ready #2

Gather a large supply of magazines.

Doing the Activity #3

Ask students to think about the kinds of plant and animals they’re familiar with – ones they’ve seen in books, in zoos, in gardens, on television, in their backyard, and so on. Tell students that there area many ways these can be grouped or classified. For instance, where do they live?

Doing the Activity #9

Look at one plant or animal in you exhibit. Where does it live? /
  • teacher
  • use a map of the regions of the world
  • each student locates where animals live

1Section One: Diversity

Project Learning Tree Links/Social Studies

Activity Title: HABITAT PEN PALS Activity Guide Page #: 18
Objective(s): Students will: 1) explain the relationship between climate conditions and habitat; 2) identify relationships between organisms within habitats; 3) distinguish between kinds of animals that can't live in a particular habitat.
Overview: From icy tundra to scorching deserts to salty oceans, the world's habitats are diverse and fascinating. Each habitat, with its own special set of conditions, supports animals and plants adapted to living in it. By becoming "habitat pen pals", your students will learn about the diversity of habitats around the world, and will write letters from the perspective of organisms living in these habitats.
Subject Area(s): Science, Language Arts Grade Level(s): 3-6

Standard

/ Performance Indicators
(by grade clusters) / Evidence of alignment (text from description of activity) / Notes to ensure high alignment for every student
Social Studies - Geography
A. Skills And Tools
Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments. / Elementary Grades Pre-K-2
1. Use and construct maps and other visuals to describe geographic location, direction, size, and shape. /

Getting Ready #2

Cut out a picture of each of the habitats listed under “Whose Habitat Is That?”
Middle Grades 5-8
1. Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions. /

Doing the Activity #3

Tell the students that there are many different kinds of habitats. Describe the habitats listed in “Whose Habitat Is That?” Have students identify where the habitat might be found.

Doing the Activity #5

You explain that there are similar kinds of habitats around the world. For example, tropical rain forests are found in South America, Africa, Australia and elsewhere. . . Ask the students to explain the relationship between climate and habitat. . . . /
  • locate on a globe or map

Elementary Grades Pre-K-2
1. Use and construct maps and other visuals to describe geographic location, direction, size, and shape. / Doing the Activity #7
Habitat posters.

Doing the Activity #9

Write the following questions: What’s the climate like in your habitat? Name some other animals that live in your habitat. Describe some of the plants that grow in your habitat. Describe any special features of your habitat. What do you eat?

Doing the Activity #10

Address each of these questions and statements in their letters. /
  • Each student will write a letter

1Section One: Diversity

Project Learning Tree Links/Social Studies

Activity Title: PLANET OF PLENTY Activity Guide Page #: 24
Objective(s): Students will: 1) investigate the diversity of plants and animals on a small plot of land; 2) explain the value of a diversity of life forms in a particular ecosystem.
Overview: In this activity, students will pretend they are visitors from outer space, viewing life on Earth for the first time. By describing in minute detail, all the life they find in a small plot of land, they will become more aware of diversity of life on Earth and will better understand its importance.
Subject Area(s): Science, Language Arts, Visual Arts Grade Level(s): 4-6
Standard / Performance Indicators
(by grade clusters) / Evidence of alignment (text from description of activity) / Notes to ensure high alignment for every student
Social Studies - Geography
A. Skills And Tools
Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments. / Middle Grades 5-8
2. Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth. /

Part B #1

Give each team a tape measuring stick. Also give them string, ribbon, or other materials for marking the boundaries of their plots.

Part B #2

Assign each team an area in which to set up a 20-foot square study plot. Try to arrange teams so that they are spread out and cover a variety of microhabitats.

Part A #3

Each team will set up a plot and study it for a variety of life forms. /
  • each team member is responsible for a specific task

Social Studies - Geography
B. Human Interaction with Environments
Students will understand and analyze the relationships among people and their physical environment. / Elementary Grades 3-4
1. Demonstrate an understanding of why certain areas of the world are more densely populated than others. /

Part C #3

Teams should try to draw conclusions about what factors influence the abundance or lack of biodiversity.

Part C #5 - 6

Brainstorm ways that biodiversity on planet Earth benefits the lives of its people. How might the people of Deevoid begin to improve their planet’s biodiversity for the future. . .
Ask the students to imagine a place on Earth that is teeming with plant and animal life, and have them share their reflections. . .

1Section One: Diversity

Project Learning Tree Links/Social Studies

Activity Title: CHARTING DIVERSITY Activity Guide Page #: 27
Objective(s): Students will: 1) organize different species of plants and animals according to various characteristics; 2) determine how certain characteristics help species adapt to environmental conditions.
Overview: By exploring the amazing diversity of life on Earth, your students will discover how plants and animals are adapted for survival. This activity provides a basis for understanding why there are so many different species and what is the value of biological diversity.
Subject Area(s): Science Grade Level(s): 4-8
Standard / Performance Indicators
(by grade clusters) / Evidence of alignment (text from description of activity) / Notes to ensure high alignment for every student
Social Studies
Geography
A. Skills And Tools
Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments. / Elementary Grades Pre-K-2
1. Use and construct maps and other visuals to describe geographic location, direction, size, and shape. /

Doing the Activity #1

Name different types of environments in which animals live, and write these on the chalkboard (forest, ocean, desert, arctic, others).

Variation #1

Refer to the different environments listed in Step 1 above. /
  • each student locates geographic regions on map

1Section One: Diversity

Project Learning Tree Links/Social Studies

Activity Title: TREE TREASURES Activity Guide Page #: 35
Objective(s): Students will: 1) identify and categorize products derived from trees; 2) find out which forest products are recyclable or reusable; 3) recommend actions for conserving forest resources.
Overview: Students are often surprised to learn how many different products we get from trees. Use this activity to help your students learn just how much we depend on trees in our daily lives.
Subject Area(s): Science, Social Studies, Visual Arts Grade Level(s): PreK-6
Standard / Performance Indicators
(by grade clusters) / Evidence of alignment (text from description of activity) / Notes to ensure high alignment for every student
Social Studies
Economics
D. International Trade and Global Interdependence
Students will understand the patterns and results of international trade. / Elementary Grades Pre-K-2
1. Explain where products come from and how we use them. /

Doing the Activity #1-5